UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Brown Lesson #: 1 Facet: Interpret Grade Level: 9-Diploma Numbers of Days: 3 Topic: Geography
PART I:
Objectives
Students will understand that societal changes impact the physical and cultural environment
Students will know country/capital info, map interpretation, nations, bodies of water, mountain ranges, political map, and physical map.
Students will be able to Illustrate political and physical world maps. Product: Google Earth/Maps
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Maine Learning Results
Content Area: Social Studies
Standard: D. Geography
Standard: D1 Geographic Knowledge, concepts, themes, and patterns
Grade Level Span: 9-Diploma
Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future.
Rationale: Students will meet the standard by developing their knowledge on various regions of the world.
Assessments
Pre-Assessment: (Lesson 1 only)
Will be delivered with choices that appeal to MI's (see teaching and learning sequence below for details)
Formative (Assessment for Learning) Section I – checking for understanding during instruction
Students will get into pairs and work on mastering a particular region by quizzing example/non-example to check for understanding of political and physical features within that region. Exit ticket on day two will also allow the teacher to know how the students are pacing with their product finalization.
Section II – timely feedback for products (self, peer, teacher)
Students will self-assess by using a checklist to make sure that their world map is filled in with all of the pertinent information required. Feedback based on their own self-assessment will be reviewed by teacher and handed back to them the next day with notes the clearly state areas where they can improve as well as positive feedback about what they did well.
Summative (Assessment of Learning):
(Benchmarks under syllabus complete once stage 3 is revised)
Integration Technology: Students will use Google Earth and Google Maps to help fill in their blank world map in order build skills in map interpretation and political/physical map knowledge. Content Areas: Art and English: Students will be building their abilities in Art and English when interpreting maps and translating what they see into their own created visual.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will be handed number cards as they enter the room, it will then be explained that the number on their card is indicative of what group they belong to for the completion of the GO and CL activity. Students will then work together when using Google Earth and other web tools to fill in a blank world map template(GO used as reference throughout the unit) as well as participate in a mix-pair-freeze (CL) activity.
Section II – Groups and Roles for Product
Students will work in groups during the completion of their world map/Google Earth assignment and continually review each others work along the way. The partner or group members will openly compare their work in order to check for accuracy in each others' graphic organizers.
Differentiated Instruction MI Strategies
Verbal: Mix-pair-freeze activity allows for discussion of pertinent vocabulary Logic: students will logically deduce (problem-solving) where physical/political features should be placed during pre-assessment based on their knowledge of other features they knew and could cross off their checklist. Visual: Completing map exercise provides a visual for students to interpret and refine their knowledge Musical: Teacher-made rap about the lesson will get Musical learners thus reinforcing their understanding of the content of the lesson. Kinesthetic: Student's are assigned different regions to draw using draw tool as hands-on activity. Intrapersonal: Students work independently at first on the pre-assessment blank world map Interpersonal: Students work together in mix-pair-freeze and example/non-example activities to review questions and vocabulary from the lesson. Naturalist: Naturalists benefit from obtaining knowledge about different physical features of the world and contemplating how different rivers, mountain ranges, bodies of water, etc. have effected established political boundaries.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students will be expected to check class wiki for an overview of what was covered in class as well as what is assigned for homework. They will also be provided with my e-mail address to be able to contact me for clarification. "Learning buddies" will also be partnered at the beginning of class to provide additional information for the absent student which will serve the dual purpose of keeping the absent student up to pace as well as reinforcing (for the learning buddy) what was covered in class when they reiterate what was covered.
Extensions
Type II technology: Class wiki is a type two technology because it allows for easy sharing of information including links to additional forms of media that will appeal to the multiple intelligences, meaning that whoever may be absent will have multiple choices for catching up on what they missed.
Gifted Students:Students who finish early will be encouraged to serve as peer teachers and help other students in the class locate items on the checklist in order to reinforce their knowledge of
the material as well as help them develop communication skills, leadership, and positive relations with their classmates.
Materials, Resources and Technology Access to Google Earth/Maps, Graphic Organizer (blank world map[s]), laptops, colored pencils, and pens, index cards.
Source for Lesson Plan and Research http://commons.wikimedia.org/wiki/Category:Blank_maps_by_region
- This link brings you to a selection of maps that encompass the entire world by region. Students will work to fill out each of the regions political features. This will serve the purpose of establishing a foundation for understanding the different regions of the world that we will be discussing in greater-depth for the rest of the unit.
http://pixabay.com/en/black-outline-globe-map-world-38033
- This link brings you to a blank world map that will be used by the students to label the physical features of the globe. This will serve the purpose of reinforcing students' knowledge about physical features around the globe that will be relevant to future lessons where they will be reviewed in greater depth.
Room Arrangement: Desks will be arranged into groups of four.
Take attendance, hand out journals, and explain that they can use these journals throughout the course of the unit/semester to reflect about our class or anything else that is on their mind. It will be explained that occasionally they will have the option to do a journal entry as an assignment that I will read and provide personal feedback on. (5 minutes)
Pre-Assessment: Students will work independently to work on their choice of one of the following activities:
Verbal/Linguistic: Prepare a speech in class that you will record using Audacity/I-Movie (other software) that briefly explains your past experiences with geography. (no less than 1 minute in length, no maximum time limit) (students who choose this will be expected to do the outline of their speech in class and do the recording at home and e-mail me the file before next class) (This option will also allow me to pre-assess students' understanding of the use of certain technologies) Logic: Use a laptop to look up maps of the Middle East and North America and identify as many similarities and differences as you can recognize. You will be given the choice to either make a bulleted list or do a quick write/journal entry about the similarities and differences. Visual: Find a video about an aspect of geography that is interesting to you, and briefly explain why it interests you. Send me the link in an e-mail along with your explanation. Musical: Put together a short playlist including at least 2 songs and briefly describe in a quick write how they relate to geography or write lyrics that include as many geographical terms as you can think of. Highlight the vocabulary in your verses. Kinesthetic: Draw a map of a real place in the world (i.e. the school, the street you live on, a state, a country, etc) or an imaginary land that includes as many different physical features/landmarks that you can think of. Map should include a map key that includes the symbols of the physical features/landmarks. While you are doing this, think of who might benefit from seeing your map once it is completed. Jot down who would benefit from this map on the back before you hand it in. Naturalist: Do a journal entry or quick write about your favorite aspects of geography, the environment, or hobbies/interests that you have that are relevant to geography. Existential: Do a journal entry or quick write about how you think the study of geography is important to the evolution of society and/or the world.
(Interpersonal intelligence is excluded from pre-assessment on purpose in order to provide a clearer definition of how the individual student performs independently. Intrapersonal is also left out because the fact that each choice will be completed independently incorporates that type of intelligence) (30 minutes)
"Take a break and socialize!" (3 minutes)
Mix-pair-freeze activity: Each student is given a question, vocabulary word, or statement on a note card with the answer on the back. They will walk around the room until the signal is given to stop (via music) at which point the students partner with somebody near them. Partners will then take turns explaining their question, vocabulary word, or statement (while holding the answer-side facing their partner). Students can then switch note cards and the process is repeated (I will provide an example of this before the activity begins with a volunteer from the classroom). (17 minutes)
Product Introduction: Students will be introduced to the product for this lesson, and a short presentation of the expectations for it are given. The rubric is handed out, and a student sample is provided for the class to view followed by clarifying questions. (13 minutes). The remainder of class will be provided for students to explore www.sporcle.com and play with the map quizzes available on that website. This will give them a foundation of knowledge to begin their product with the following day.
DayTwo
Attendance will be taken and without any other introduction, I will begin playing an instrumental from YouTube and perform a self-made rap on the topic of geography and why students need to learn it. (5 minutes)
(This rap can be modified for every class quite easily to include different names)
Now that they are hooked, we will move on to the Map Activity/Product creation. Students will use Google Earth to find the information they need to complete the maps and checklists that they were provided with the following day. This way, they are learning how to read maps and jump to correct information using that software as well as reinforcing their understanding of the major political/physical features of the world by creating their own products. (55 minutes with a 3 minute break in the middle for those who wish to take it)
(Note: After playing around with Google Earth, I have discovered that there is no way for students to create their own maps as was suggested to me by one of my peers in order to turn this into a true type two technology. Perhaps this is available in the purchasable addition, but that was not clearly stated on the website).
(If Ed Tech is available, have them invite students on a 3 minute brain break where they walk outside to socialize and enjoy Earth for a few moments)
Lesson will wrap up with an example/non-example activity where students will be come up with their own example/non-example quiz questions together in pairs of two. For instance: Using their maps, each student will write down a question such as: 4 physical features of the South America region include 1) The Amazon River 2) The Andes Mountains 3) The Himalayan Mountains 4) The Strait of Magellan. They will then turn to their partner and ask them to decide which 3 were examples of physical features in South America and which 1 was not. The person answering the question should challenge themselves by not looking at the map first, then if they are wrong, their partner will show them on the map where all 4 physical features are actually located. The process will be repeated with reverse roles, and then repeated again with different partners until the bell rings. I will go around the room and check for understanding and receive feedback informally through actively listening to student's performing the activity. (15 minutes)
It will be explained at this point that tomorrow will be the last day to work on the products before they are to be assessed. If you are afraid you will not be done within the 20 minutes of in-class time that will be provided tomorrow, you should complete some of this as homework using the resources available to you. (5 minutes)
Exit ticket: Send me an e-mail that answers the following question: "How much time do you think you will need to finish this project?"
Based off of answers in the exit ticket, the teacher can modify the final day's lesson to include more time for product finalization if necessary.
Day 3
Students will come in and start putting the final touches on their products. (20-40 minutes depending upon what teacher receives during formative assessment of the previous day's exit ticket).
Students get into pairs and peer assess each others work using the checklist. (10 minutes).
Gallery walk of final products (15 minutes)
Reflection: Students will be prompted to respond to the following questions:
- Why was this activity important to you? - Knowing what our unit goal is, name one way that this has helped you get closer to that goal.
(take turns going around the room until everybody has had a chance to answer these questions out loud)
- On a scale of 1-10, rank your confidence about knowing geographic locations before this lesson, then, on a scale of 1-10, your new confidence rating. (this questions should be responded to via e-mail)
(If there is no time left at the end of this lesson because it was provided for workshop, have the students respond to all of the questions via e-mail as homework).
Students will understand that a foundation of geographical knowledge is required in order to better understand the major themes of the unit such as how societal changes may impact the physical and cultural environment of their neighborhood, city, state, country, and world.
Students will know country/capital info, map interpretation, nations, bodies of water, mountain ranges, political maps, and physical maps. By working on the regional political and physical world map students will reinforce their knowledge of the major political and physical features of the world that we will be discussing throughout the rest of the semester. Acknowledging and implementing all of the MI's during this first lesson is crucial to setting positive attitudes and expectations for the rest of the semester. Students will know that this learning environment differs from traditional classrooms after the teacher-made rap is performed, thus enhancing their engagement in the classroom and our future endeavors.
Students will be able to illustrate political and physical world maps and expand their knowledge of how to use software like Google Maps and Google Earth. Problem-solving abilities will be enhanced and feelings of autonomy and self accomplishment will be derived from the completion of this product.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
(refer to class 9) Learning Styles
Clipboard: By taking the time to create clear rules and expectations with the participation if the students, as well as posting the outcome of that discussion on the class wiki under "syllabus" these students will benefit. Also, by having clear time frames written on the board as to when we will begin the next activity/discussion, structure will be reinforced throughout the lesson.
Microscope: Students will have the choice of selecting the "logical" MI pre-assessment (see above) which will allow them to deeply explore the concepts of geography and analyze those concepts are their own providing them a sense of ownership over the content of their comparisons.
Puppy:A comfortable environment where each student is valued and not judges for their unique opinions, rather encouraged to produce them, will be offered in the syllabus and as the teacher, I will help guide conversation throughout the completion of the syllabus to help students make this decision for the class on their own. With the amount of group work and reflective listening activities put in place, students will understand early on how to be effective listeners and empathetic peers.
Beach Ball:With choices of pre-assessment that pertain to MI's, students will benefit from a variety of choices to show their competency regarding geographical content.
Rationale:By offering students a sense of ownership over the syllabus and classroom rules and expectations, this lesson appeals to the emotional, social, and linguistic areas of learner growth. By offering choices of activities that appeal to MI's and challenge students to create their own solutions, as well as actively engaging them and allowing for physical movement and communication, all aspects of learner development will be achieved.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Pre-Assessment: (Lesson 1 only)
Students will work independently to work on their choice of one of the following activities:
Verbal/Linguistic: Prepare a speech in class that you will record using Audacity/I-Movie (other software) that briefly explains your past experiences with geography. (no less than 1 minute in length, no maximum time limit) (students who choose this will be expected to do the outline of their speech in class and do the recording at home and e-mail me the file before next class) (This option will also allow me to pre-assess students' understanding of the use of certain technologies) Logic: Use a laptop to look up maps of the Middle East and North America and identify as many similarities and differences as you can recognize. You will be given the choice to either make a bulleted list or do a quick write/journal entry about the similarities and differences. Visual: Find a video about an aspect of geography that is interesting to you, and briefly explain why it interests you. Send me the link in an e-mail along with your explanation. Musical: Put together a short playlist including at least 2 songs and briefly describe in a quick write how they relate to geography or write lyrics that include as many geographical terms as you can think of. Highlight the vocabulary in your verses. Kinesthetic: Draw a map of a real place in the world (i.e. the school, the street you live on, a state, a country, etc) or an imaginary land that includes as many different physical features/landmarks that you can think of. Map should include a map key that includes the symbols of the physical features/landmarks. While you are doing this, think of who might benefit from seeing your map once it is completed. Jot down who would benefit from this map on the back before you hand it in. Naturalist: Do a journal entry or quick write about your favorite aspects of geography, the environment, or hobbies/interests that you have that are relevant to geography. Existential: Do a journal entry or quick write about how you think the study of geography is important to the evolution of society and/or the world.
Formative (Assessment for Learning)
Students will get into pairs and work on mastering a particular region by quizzing example/non-example to check for understanding of political and physical features within that region. Through this, and through feedbacking after pre-assessment and during mix-pair-freeze activity formative assessment will take place. Answers to "exit ticket" will also serve as formative assessment for the teacher. Lastly, the post-product reflection will serve as formative assessment on the unit level, as it allows students and the teacher to measure their understanding of how this lesson and the creation of the product ties in to the learning goals.
Summative Assessment
Summative assessment will occur after the final completion of the maps. Students will be able to self-assess their work using a provided checklist before handing in their products for grading. Students will also be given a chance after I have graded their products to go through and explain how/why/where they made mistakes (if applicable) and make corrections to their products in order to receive full credit. Teacher will assess based on the check list as well, and as explained before, will provide feedback on what is missed and make sure the students are aware of how to correct it an hand it in for full credit.
- The checklist includes all political map and physical map requirements, but also outlines that the final product should meet criteria such neatness (are you able to read it? Is the teacher able to read it?), is it completely accurate? Are all places and features labeled in such a way that clearly indicates where they belong on the map? Did you use a map key to label areas not large enough to neatly label on the actual map?
This allows for students to fully comprehend why they got the grade that they did, and also helps the teacher outline what aspects need to be re-done in order to receive full credit if necessary.
Rationale: With a range of options for pre-assessment, as well as multiple forms of formative assessment throughout this lesson, students will benefit from being able to display and reflect on their abilities and personal growth. From the teacher's perspective, pre-assessment that appeals to MI's allows for an understanding of what student's believe are their strongest type of intelligence while also accomplishing the standard goals of pre-assessment. Multiple opportunities for formative assessment also fortify the teacher's knowledge of individual student's understanding.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: (See content notes)
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Maine Learning Results
Content Area: Social Studies
Standard: D. Geography
Standard: D1 Geographic Knowledge, concepts, themes, and patterns
Grade Level Span: 9-Diploma
Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future
Facet:(Interpret)
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: (See above under teaching and learning sequence for MI strategies)
Type II Technology: Google Earth
Rationale: Through differing forms of cooperative learning, self assessment, peer assessnment, and timely feedback from the teacher, a variety of instructional strategies are offered throughout the course of this lesson.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Brown Lesson #: 1 Facet: Interpret
Grade Level: 9-Diploma Numbers of Days: 3
Topic: Geography
PART I:
Objectives
Students will understand that societal changes impact the physical and cultural environment
Students will know country/capital info, map interpretation, nations, bodies of water, mountain ranges, political map, and physical map.
Students will be able to Illustrate political and physical world maps.
Product: Google Earth/Maps
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Maine Learning Results
Content Area: Social Studies
Standard: D. Geography
Standard: D1 Geographic Knowledge, concepts, themes, and patterns
Grade Level Span: 9-Diploma
Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future.
Rationale: Students will meet the standard by developing their knowledge on various regions of the world.
Assessments
Pre-Assessment: (Lesson 1 only)
Will be delivered with choices that appeal to MI's (see teaching and learning sequence below for details)
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will get into pairs and work on mastering a particular region by quizzing example/non-example to check for understanding of political and physical features within that region. Exit ticket on day two will also allow the teacher to know how the students are pacing with their product finalization.
Section II – timely feedback for products (self, peer, teacher)
Students will self-assess by using a checklist to make sure that their world map is filled in with all of the pertinent information required. Feedback based on their own self-assessment will be reviewed by teacher and handed back to them the next day with notes the clearly state areas where they can improve as well as positive feedback about what they did well.
Summative (Assessment of Learning):
(Benchmarks under syllabus complete once stage 3 is revised)
Integration
Technology: Students will use Google Earth and Google Maps to help fill in their blank world map in order build skills in map interpretation and political/physical map knowledge.
Content Areas: Art and English: Students will be building their abilities in Art and English when interpreting maps and translating what they see into their own created visual.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will be handed number cards as they enter the room, it will then be explained that the number on their card is indicative of what group they belong to for the completion of the GO and CL activity. Students will then work together when using Google Earth and other web tools to fill in a blank world map template(GO used as reference throughout the unit) as well as participate in a mix-pair-freeze (CL) activity.
Section II – Groups and Roles for Product
Students will work in groups during the completion of their world map/Google Earth assignment and continually review each others work along the way. The partner or group members will openly compare their work in order to check for accuracy in each others' graphic organizers.
Differentiated Instruction
MI Strategies
Verbal: Mix-pair-freeze activity allows for discussion of pertinent vocabulary
Logic: students will logically deduce (problem-solving) where physical/political features should be placed during pre-assessment based on their knowledge of other features they knew and could cross off their checklist.
Visual: Completing map exercise provides a visual for students to interpret and refine their knowledge
Musical: Teacher-made rap about the lesson will get Musical learners thus reinforcing their understanding of the content of the lesson.
Kinesthetic: Student's are assigned different regions to draw using draw tool as hands-on activity.
Intrapersonal: Students work independently at first on the pre-assessment blank world map
Interpersonal: Students work together in mix-pair-freeze and example/non-example activities to review questions and vocabulary from the lesson.
Naturalist: Naturalists benefit from obtaining knowledge about different physical features of the world and contemplating how different rivers, mountain ranges, bodies of water, etc. have effected established political boundaries.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students will be expected to check class wiki for an overview of what was covered in class as well as what is assigned for homework. They will also be provided with my e-mail address to be able to contact me for clarification. "Learning buddies" will also be partnered at the beginning of class to provide additional information for the absent student which will serve the dual purpose of keeping the absent student up to pace as well as reinforcing (for the learning buddy) what was covered in class when they reiterate what was covered.
Extensions
Type II technology: Class wiki is a type two technology because it allows for easy sharing of information including links to additional forms of media that will appeal to the multiple intelligences, meaning that whoever may be absent will have multiple choices for catching up on what they missed.
Gifted Students: Students who finish early will be encouraged to serve as peer teachers and help other students in the class locate items on the checklist in order to reinforce their knowledge of
the material as well as help them develop communication skills, leadership, and positive relations with their classmates.
Materials, Resources and Technology
Access to Google Earth/Maps, Graphic Organizer (blank world map[s]), laptops, colored pencils, and pens, index cards.
Source for Lesson Plan and Research
http://commons.wikimedia.org/wiki/Category:Blank_maps_by_region
- This link brings you to a selection of maps that encompass the entire world by region. Students will work to fill out each of the regions political features. This will serve the purpose of establishing a foundation for understanding the different regions of the world that we will be discussing in greater-depth for the rest of the unit.
http://pixabay.com/en/black-outline-globe-map-world-38033
- This link brings you to a blank world map that will be used by the students to label the physical features of the globe. This will serve the purpose of reinforcing students' knowledge about physical features around the globe that will be relevant to future lessons where they will be reviewed in greater depth.
http://www.freeusandworldmaps.com/html/WorldRegions/WorldRegionsPrint.html
- This is an alternative resource if the previous two should fail or become unavailable.\
www.sporcle.com
PART II:
Teaching and Learning Sequence
Day One
Room Arrangement: Desks will be arranged into groups of four.
Take attendance, hand out journals, and explain that they can use these journals throughout the course of the unit/semester to reflect about our class or anything else that is on their mind. It will be explained that occasionally they will have the option to do a journal entry as an assignment that I will read and provide personal feedback on. (5 minutes)
Pre-Assessment: Students will work independently to work on their choice of one of the following activities:
Verbal/Linguistic: Prepare a speech in class that you will record using Audacity/I-Movie (other software) that briefly explains your past experiences with geography. (no less than 1 minute in length, no maximum time limit) (students who choose this will be expected to do the outline of their speech in class and do the recording at home and e-mail me the file before next class) (This option will also allow me to pre-assess students' understanding of the use of certain technologies)
Logic: Use a laptop to look up maps of the Middle East and North America and identify as many similarities and differences as you can recognize. You will be given the choice to either make a bulleted list or do a quick write/journal entry about the similarities and differences.
Visual: Find a video about an aspect of geography that is interesting to you, and briefly explain why it interests you. Send me the link in an e-mail along with your explanation.
Musical: Put together a short playlist including at least 2 songs and briefly describe in a quick write how they relate to geography or write lyrics that include as many geographical terms as you can think of. Highlight the vocabulary in your verses.
Kinesthetic: Draw a map of a real place in the world (i.e. the school, the street you live on, a state, a country, etc) or an imaginary land that includes as many different physical features/landmarks that you can think of. Map should include a map key that includes the symbols of the physical features/landmarks. While you are doing this, think of who might benefit from seeing your map once it is completed. Jot down who would benefit from this map on the back before you hand it in.
Naturalist: Do a journal entry or quick write about your favorite aspects of geography, the environment, or hobbies/interests that you have that are relevant to geography.
Existential: Do a journal entry or quick write about how you think the study of geography is important to the evolution of society and/or the world.
(Interpersonal intelligence is excluded from pre-assessment on purpose in order to provide a clearer definition of how the individual student performs independently. Intrapersonal is also left out because the fact that each choice will be completed independently incorporates that type of intelligence)
(30 minutes)
"Take a break and socialize!" (3 minutes)
Mix-pair-freeze activity: Each student is given a question, vocabulary word, or statement on a note card with the answer on the back. They will walk around the room until the signal is given to stop (via music) at which point the students partner with somebody near them. Partners will then take turns explaining their question, vocabulary word, or statement (while holding the answer-side facing their partner). Students can then switch note cards and the process is repeated (I will provide an example of this before the activity begins with a volunteer from the classroom). (17 minutes)
Product Introduction: Students will be introduced to the product for this lesson, and a short presentation of the expectations for it are given. The rubric is handed out, and a student sample is provided for the class to view followed by clarifying questions. (13 minutes). The remainder of class will be provided for students to explore www.sporcle.com and play with the map quizzes available on that website. This will give them a foundation of knowledge to begin their product with the following day.
Day Two
Attendance will be taken and without any other introduction, I will begin playing an instrumental from YouTube and perform a self-made rap on the topic of geography and why students need to learn it.
(5 minutes)
(This rap can be modified for every class quite easily to include different names)
Now that they are hooked, we will move on to the Map Activity/Product creation. Students will use Google Earth to find the information they need to complete the maps and checklists that they were provided with the following day. This way, they are learning how to read maps and jump to correct information using that software as well as reinforcing their understanding of the major political/physical features of the world by creating their own products.
(55 minutes with a 3 minute break in the middle for those who wish to take it)
(Note: After playing around with Google Earth, I have discovered that there is no way for students to create their own maps as was suggested to me by one of my peers in order to turn this into a true type two technology. Perhaps this is available in the purchasable addition, but that was not clearly stated on the website).
(If Ed Tech is available, have them invite students on a 3 minute brain break where they walk outside to socialize and enjoy Earth for a few moments)
Lesson will wrap up with an example/non-example activity where students will be come up with their own example/non-example quiz questions together in pairs of two. For instance: Using their maps, each student will write down a question such as: 4 physical features of the South America region include 1) The Amazon River 2) The Andes Mountains 3) The Himalayan Mountains 4) The Strait of Magellan. They will then turn to their partner and ask them to decide which 3 were examples of physical features in South America and which 1 was not. The person answering the question should challenge themselves by not looking at the map first, then if they are wrong, their partner will show them on the map where all 4 physical features are actually located. The process will be repeated with reverse roles, and then repeated again with different partners until the bell rings. I will go around the room and check for understanding and receive feedback informally through actively listening to student's performing the activity.
(15 minutes)
It will be explained at this point that tomorrow will be the last day to work on the products before they are to be assessed. If you are afraid you will not be done within the 20 minutes of in-class time that will be provided tomorrow, you should complete some of this as homework using the resources available to you. (5 minutes)
Exit ticket: Send me an e-mail that answers the following question: "How much time do you think you will need to finish this project?"
Based off of answers in the exit ticket, the teacher can modify the final day's lesson to include more time for product finalization if necessary.
Day 3
Students will come in and start putting the final touches on their products. (20-40 minutes depending upon what teacher receives during formative assessment of the previous day's exit ticket).
Students get into pairs and peer assess each others work using the checklist. (10 minutes).
Gallery walk of final products (15 minutes)
Reflection: Students will be prompted to respond to the following questions:
- Why was this activity important to you ?
- Knowing what our unit goal is, name one way that this has helped you get closer to that goal.
(take turns going around the room until everybody has had a chance to answer these questions out loud)
- On a scale of 1-10, rank your confidence about knowing geographic locations before this lesson, then, on a scale of 1-10, your new confidence rating. (this questions should be responded to via e-mail)
(If there is no time left at the end of this lesson because it was provided for workshop, have the students respond to all of the questions via e-mail as homework).
Where, Why , What, Hook Tailors: Verbal, Logical, Visual, Musical, Kinesthetic, Intrapersonal, Interpersonal, and Naturalist.
Content Notes
Students will understand that a foundation of geographical knowledge is required in order to better understand the major themes of the unit such as how societal changes may impact the physical and cultural environment of their neighborhood, city, state, country, and world.
Students will know country/capital info, map interpretation, nations, bodies of water, mountain ranges, political maps, and physical maps. By working on the regional political and physical world map students will reinforce their knowledge of the major political and physical features of the world that we will be discussing throughout the rest of the semester. Acknowledging and implementing all of the MI's during this first lesson is crucial to setting positive attitudes and expectations for the rest of the semester. Students will know that this learning environment differs from traditional classrooms after the teacher-made rap is performed, thus enhancing their engagement in the classroom and our future endeavors.
Students will be able to illustrate political and physical world maps and expand their knowledge of how to use software like Google Maps and Google Earth. Problem-solving abilities will be enhanced and feelings of autonomy and self accomplishment will be derived from the completion of this product.
Handouts
Graphic Organizer (maps), Self assessment checklist, Journals/Quick write supplies
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
(refer to class 9)
Learning Styles
Clipboard: By taking the time to create clear rules and expectations with the participation if the students, as well as posting the outcome of that discussion on the class wiki under "syllabus" these students will benefit. Also, by having clear time frames written on the board as to when we will begin the next activity/discussion, structure will be reinforced throughout the lesson.
Microscope: Students will have the choice of selecting the "logical" MI pre-assessment (see above) which will allow them to deeply explore the concepts of geography and analyze those concepts are their own providing them a sense of ownership over the content of their comparisons.
Puppy: A comfortable environment where each student is valued and not judges for their unique opinions, rather encouraged to produce them, will be offered in the syllabus and as the teacher, I will help guide conversation throughout the completion of the syllabus to help students make this decision for the class on their own. With the amount of group work and reflective listening activities put in place, students will understand early on how to be effective listeners and empathetic peers.
Beach Ball: With choices of pre-assessment that pertain to MI's, students will benefit from a variety of choices to show their competency regarding geographical content.
Rationale: By offering students a sense of ownership over the syllabus and classroom rules and expectations, this lesson appeals to the emotional, social, and linguistic areas of learner growth. By offering choices of activities that appeal to MI's and challenge students to create their own solutions, as well as actively engaging them and allowing for physical movement and communication, all aspects of learner development will be achieved.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Pre-Assessment: (Lesson 1 only)
Students will work independently to work on their choice of one of the following activities:
Verbal/Linguistic: Prepare a speech in class that you will record using Audacity/I-Movie (other software) that briefly explains your past experiences with geography. (no less than 1 minute in length, no maximum time limit) (students who choose this will be expected to do the outline of their speech in class and do the recording at home and e-mail me the file before next class) (This option will also allow me to pre-assess students' understanding of the use of certain technologies)
Logic: Use a laptop to look up maps of the Middle East and North America and identify as many similarities and differences as you can recognize. You will be given the choice to either make a bulleted list or do a quick write/journal entry about the similarities and differences.
Visual: Find a video about an aspect of geography that is interesting to you, and briefly explain why it interests you. Send me the link in an e-mail along with your explanation.
Musical: Put together a short playlist including at least 2 songs and briefly describe in a quick write how they relate to geography or write lyrics that include as many geographical terms as you can think of. Highlight the vocabulary in your verses.
Kinesthetic: Draw a map of a real place in the world (i.e. the school, the street you live on, a state, a country, etc) or an imaginary land that includes as many different physical features/landmarks that you can think of. Map should include a map key that includes the symbols of the physical features/landmarks. While you are doing this, think of who might benefit from seeing your map once it is completed. Jot down who would benefit from this map on the back before you hand it in.
Naturalist: Do a journal entry or quick write about your favorite aspects of geography, the environment, or hobbies/interests that you have that are relevant to geography.
Existential: Do a journal entry or quick write about how you think the study of geography is important to the evolution of society and/or the world.
Formative (Assessment for Learning)
Students will get into pairs and work on mastering a particular region by quizzing example/non-example to check for understanding of political and physical features within that region. Through this, and through feedbacking after pre-assessment and during mix-pair-freeze activity formative assessment will take place. Answers to "exit ticket" will also serve as formative assessment for the teacher. Lastly, the post-product reflection will serve as formative assessment on the unit level, as it allows students and the teacher to measure their understanding of how this lesson and the creation of the product ties in to the learning goals.
Summative Assessment
Summative assessment will occur after the final completion of the maps. Students will be able to self-assess their work using a provided checklist before handing in their products for grading. Students will also be given a chance after I have graded their products to go through and explain how/why/where they made mistakes (if applicable) and make corrections to their products in order to receive full credit. Teacher will assess based on the check list as well, and as explained before, will provide feedback on what is missed and make sure the students are aware of how to correct it an hand it in for full credit.
- The checklist includes all political map and physical map requirements, but also outlines that the final product should meet criteria such neatness (are you able to read it? Is the teacher able to read it?), is it completely accurate? Are all places and features labeled in such a way that clearly indicates where they belong on the map? Did you use a map key to label areas not large enough to neatly label on the actual map?
This allows for students to fully comprehend why they got the grade that they did, and also helps the teacher outline what aspects need to be re-done in order to receive full credit if necessary.
Rationale: With a range of options for pre-assessment, as well as multiple forms of formative assessment throughout this lesson, students will benefit from being able to display and reflect on their abilities and personal growth. From the teacher's perspective, pre-assessment that appeals to MI's allows for an understanding of what student's believe are their strongest type of intelligence while also accomplishing the standard goals of pre-assessment. Multiple opportunities for formative assessment also fortify the teacher's knowledge of individual student's understanding.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: (See content notes)
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Maine Learning Results
Content Area: Social Studies
Standard: D. Geography
Standard: D1 Geographic Knowledge, concepts, themes, and patterns
Grade Level Span: 9-Diploma
Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future
Facet: (Interpret)
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: (See above under teaching and learning sequence for MI strategies)
Type II Technology: Google Earth
Rationale: Through differing forms of cooperative learning, self assessment, peer assessnment, and timely feedback from the teacher, a variety of instructional strategies are offered throughout the course of this lesson.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching